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ISSN: 2320-5407 Int. J. Adv. Res.

7(4), 1436-1441

Journal Homepage: - www.journalijar.com

Article DOI: 10.21474/IJAR01/8971


DOI URL: http://dx.doi.org/10.21474/IJAR01/8971

RESEARCH ARTICLE

TEACHERS AND HEADMASTERS INITIATIVES IN STRENGTHENING QUALITY EDUCATION


THROUGH SCHOOL MANAGEMENT COMMITTEES.

L. Bernat1 and Dr. M. Kanmani2.


1. Ph.D- Research Scholar, Department of Education, Manonmaniam Sundaranar University, Tirunelveli.
2. Associate Professor, Department of Educational Technology, Tamil Nadu Teachers Education University,
Chennai.
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Manuscript Info Abstract
……………………. ………………………………………………………………
Manuscript History Schools are miniatures of our society. Now a day’s schools are
Received: 24 February 2019 gradually isolated from the community. Our constitution and many
Final Accepted: 26 March 2019 domestic laws ensured the participation of people in governance. Right
Published: April 2019 to education act has ensured School Management Committees (SMC)s
in schools. SMCs are reducing the gap between communities and
schools. Meantime headmasters and teachers play an important role in
the SMCs. Teachers and headmasters are found stimulating and
encouraging parents and community members towards strengthening
the quality and universal elementary education for their children. This
study tries to analyze the understanding, awareness and involvement of
headmasters and teachers in the functioning of the SMCs in schools.
This study tries to document good initiatives of headmasters and
teachers in schools using purposive sampling method and
questionnaire.
Copy Right, IJAR, 2019,. All rights reserved.
……………………………………………………………………………………………………....
Introduction:-
The Right to Education (RTE) act ensures free and compulsory education as per the RTE act enacted in 2009. The
act was a landmark milestone in primary education in India. The act ensured the universalisation of elementary
education up to 14 years. The act entitled the following important provisions for children’s education.

The National Policy of Education (NPE) 1986 and the Revised Plan of Action (POA) 1992 clearly envisaged
decentralization as a mechanism for educational governance and a means for promoting a ‘spirit of autonomy for
educational institutions’ in India. 73rd and 74th constitutional amendment related to ‘local bodies’ ensured the
participation of parents, community and local bodies for better development of schools. Community participation is
institutionalized with well defined structural body in every government funded schools in India. Community and
schools get together for their children’s quality and better education. Community participation is very essential for
retaining government schools. Community participation is increasing monitoring and accountability of schools and
source for local resources. In different periods different forums have emerged in schools. Like Village Education
Committee (VEC), School Monitoring and Development Committee (SMDC), Parent Teachers Association (PTA),
and now school management committee (SMC).

Corresponding Author:- L. Bernat.


Address:- Ph.D- Research Scholar, Department of Education, Manonmaniam Sundaranar University, 1436
Tirunelveli.
ISSN: 2320-5407 Int. J. Adv. Res. 7(4), 1436-1441

Teacher’s role in school development


Teachers are highly influencing and respectful persons in every society. They are nation builders and promoting
constitutional norms, values, tolerance and brotherhood. Teachers are the backbone for our education system. The
right to education act explains about the duties of teachers and redressal of their grievances. A teacher appointed
under the sub-section (1) of section 23 shall perform the following duties, namely:-
a. Maintain regularity and punctuality in attending school
b. Conduct and complete the curriculum within the specified time
c. Assess the learning ability of each child and accordingly supplement additional instructions
d. Hold regular meetings with parents and guardians and apprise them about the regularity in attendance, ability to
learn, progress made in learning and any other relevant information about the child;
e. The grievances, if any, of the teacher shall be redressed in such manner as may be prescribed.

Community participation is one of the important components in RTE act. The SMCs comprises of parents, elected
members of the local bodies, teachers, local educationists, and self help group members. As per government of
Tamil Nadu norms of SMC (G.O.Ms.No.213) the total number of members are twenty. The composition of the SMC
as described in the Act is as follows,
- Provided that three‐fourth of members of such Committee shall be parents or guardians:
- Provided further that proportionate representation shall be given to the parents or guardians of children
belonging to disadvantaged group and weaker section:
- Provided also that fifty percent of members of such Committee shall be women.
- The SMCs major functions are monitor the functioning of the school, Preparation, recommendation,
implementation and monitoring of the School Development Plan (SDP), Monitoring of utilization of the grants.

Teachers and headmasters encourage parents and communities towards for school development. This study tries to
understand the awareness and involvement of headmasters and teachers regarding the functioning of the SMCs in
schools and documents the good initiatives by headmasters and teachers.

Background Of The Study:-


Sethi & Muddgal (2017), conducted a study of role of SMC as mentioned in Right to Education Act, 2009 among
Municipal Corporation Primary Schools of Delhi. It can be revealed from the findings that understand the socio-
economic complexities that influence the functioning of the organization. The SMC members are not aware of the
RTE Act and its components related to SMC. It is the awareness that leads to the participation and empowerment of
the members. School Development Plan (SDP), is an important component of SMC. No school has formulated SDP.
SMC members are not even aware of the SDP and no discussion has been done in the meetings.

Owusu & Sam (2012), conducted a study on Assessing the Role of School Management Committees (SMCs) In.
Improving Quality Teaching and Learning in Ashanti Mampong Municipal Basic Schools. The study findings
revealed that the monitoring and supervision of head teachers and teacher's and pupil’s attendance by SMC’s
members was ineffective. Even though SMC’s are not doing enough to assist teachers to improve teaching and
learning, they are seen as very effective in solving school community relations since SMCs are relatively on task on
the issue of serving as a vehicle for promoting community participation in the provision of quality education. This
calls for serious consideration of strategies to be adopted in order to achieved the improvement of quality teaching
and learning at the basic schools in Mampong Municipal.

Community participation is one of the important components in RTE act. The SMCs comprises parents, elected
members of the local bodies, teachers, local educationists, and self help group members. As per government of
Tamil Nadu norms of SMC (G.O.Ms.No.213) the total number of members are twenty. The composition of the SMC
as described in the Act is as follows,
- Provided that three‐fourth of members of such Committee shall be parents or guardians:
- Provided further that proportionate representation shall be given to the parents or guardians of children
belonging to disadvantaged group and weaker section:
- Provided also that fifty percent of members of such Committee shall be women.
- The SMCs major functions are monitor the functioning of the school, Preparation, recommendation,
implementation and monitoring of the School Development Plan (SDP), Monitoring of utilization of the grants.

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Teachers and headmasters encourage parents and communities towards for school development. This study tries to
understand the awareness and involvement of headmasters and teachers regarding the functioning of the SMCs in
schools and documents the good initiatives by headmasters and teachers.

Rearch Method
The study is both quantitative and qualitative in nature. This study elucidates the understanding, awareness and
involvement of headmasters and teachers in the functioning of the SMCs in schools. It describes a process taking
place in relation to the schools, teachers, headmasters and communities.

Sampling Technique
Purposive sampling technique is used by the investigator for collecting the data from 40 teachers and headmasters.

Research Tool And Analysis


Data was collected using self-administered questionnaire by the investigator. The questionnaire is a quantitative data
collection instrument by local language. Quantitative data was analyzed and the demographic variables are
described. The variables are described using simple frequency tables.

Analysis And Findings


The main purpose of the study was to assess the awareness of the teachers and headmasters related to SMC in
schools under RTE and also assess the functioning and involvement of teachers and headmasters. The collected data
was analyzed using percentage analysis and the results have been discussed.

Awareness of Teachers and Headmasters related to RTE and SMC in School


The data pertaining to the awareness of the teachers and headmasters on right to education and role and functions of
school management committee have been presented in table-1.

Table-1 Teachers and HM’s awareness level related to SMCs


S.No Level of awareness of RTE & SMCs Responded
Frequency Percentage
1 Low 8 20
2 Moderate 32 80

Table-1 reveals that 20% of SMC members are with low level of awareness and the rest of 80% of SMC members
are of moderate level of awareness related to RTE and SMC.

Functioning of SMCs in School


The data pertaining to the functioning of school management committees have been presented in table-2.
Table-2 Functioning of SMCs in Schools
S.No Functioning level of SMCs in Schools Responded
Frequency Percentage
1 Low 7 17.5
Moderate 31 77.5
2 High 2 5.0

It is inferred from the table-2 that 17.5% of Teachers and HMs stated that functioning of SMCs in schools are low
level and 5% of the respondents stated that high level of functioning and rest of 77.5% of the respondents stated that
moderate level of functioning in schools.

Selection of SMC members


The data pertaining to the selection of SMC members in Schools
Table-3 Selection of SMC members
S.No Variables Responded
Frequency Percentage
1 Parents meetings 8 20
2 Nominated by HMs 12 30

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3 Executive members 13 32.5


4 Didn’t know their roles and responsibilities 7 17.5

It is inferred from the table-3 that 20% of the respondents are selected through parents meeting 30% of members are
nominated by head of the school and 32.5% of the responders are executive members and 17.5% of the respondents
stated that they did not know their roles and responsibilities.

Training to SMC members


The data pertaining to know if training was provided to the SMC members are as follows,

Table-4 Training on SMC


S.No Variables Responded
Frequency Percentage
1 Schools 6 15
2 CRC 26 65
3 BRC 8 20

It is inferred from the table -4 , that 15% of the respondents have stated that they are getting training in schools and
65% of members are getting training in cluster resource centers and rest of the 20% members are getting training in
block resource centers.

Reason for non-participation in SMC trainings


The data pertaining to the reason for non-participation in SMC trainings

Table-5 Reason for non-participation in SMC trainings


S.No Variables Responded
Frequency Percentage
1 No proper information 4 10
2 Due to existing works 22 55
3 domestic and Agricultural works 3 7.5
4 Some other reasons 11 27.5
Table-5 above data shows that the 10% of the SMC members stated that no proper information had been provided
for members and 55% of the respondents stated that due to existing workload they were not able to participate,
7.5% of the respondents stated that due to domestic and agricultural works they were not able to participate and
27.5% of the respondents stated that due to some other reason they were not able to participate in the SMC trainings.

Frequency of SMC meetings


The data pertaining to the frequency of SMC meetings
Table-6 Frequency of SMC meetings
S.No Variables Responded
Frequency Percentage
1 Once a month 29 72.5
2 One in two months 5 12.5
3 once in three to five months 6 15.0

Table-6 above data shows that the 72.5% of the schools had conducted SMC meetings once a month and 12.5% of
the respondents stated that once in two months they had conducted the SMC meetings and 15% of the respondents
stated that the meetings were conducted once in three to five months.

Number of members participating in the SMC meetings


The data pertaining to the number of members participating in SMC meetings
Table-7 Number of members participating in SMC meetings
S.No Variables Responded
Frequency Percentage
1 16 to 20 14 35.0

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2 11 to 15 7 17.5
3 5 to 10 12 30.0
4 Less than 5 13 17.5
Table-7 above data shows that the 35% of the respondents stated that average number of members ranging from 16
to 20 participated in SMC meetings and 17.5% of the stated that 11 to 15 members had participated in SMC
meetings and 30% of the respondents stated that 5 to 10 members participated and 17.5% of the respondents stated
that less than 5 members participated in SMC meetings.

Reasons for Non participation in SMC meetings


The data pertaining to the reasons for non participation in SMC meetings
Table-8 Reasons for non participation in SMC meetings
S.No Variables Responded
Frequency Percentage
1 Some other works 11 27.5
2 lack of proper information and Lack of interest 7 17.5
3 Not conducted properly 18 45.0
4 some other reasons 4 10.0

Table-8 above data shows that the 27.5% of the respondents stated that non participation in SMC meetings was due
to some other works and 17.5% of the stated that the timings of the meetings were not suitable and lack of proper
information or lack of interest. 45% of the respondent stated that not conducted meetings properly and 10% of the
respondent stated that it was due to family and some other reasons.

Mode of communication for SMC meetings


The data pertaining to the mode of communication regards SMC meetings
Table-9 Mode of communication
S.No Variables Responded
Frequency Percentage
1 Direct communication 7 17.5
2 Through students 16 40.0
3 Through phone 16 40.0
Table-9 above data shows that the 17.5% of the respondents stated that they had directly communicated with the
members and 40% stated that they communicated through students and 40% of the respondent stated that they
communicated through phone.

Case Study -1
Arasaveli government middle school in Tiruvannamalai district, state that the teachers and headmasters took lot of
school development programs with support of community. School buildings, morning breakfast for children and
appointment of additional teachers, teachers organization of various skill development programs for their children
were done here Children had also participated in district and state level competitions. Teachers are found to
concentrate on the school hygiene and children health issues.

Case Study-2
Melarathanallur government middle school in Tiruvarur district, teachers had taken various initiatives for teaching,
learning and school development. They had conducted parents meeting and submitted the school progress report in
parent meeting. Continues touch with SMC members as well as community members. Reading camps, children
expression box, village exposure programs with community members, safety and first aid, simple science
experiments and some other appropriate programs are taken by teachers.

Educational Implications
Based on the findings of the study the following suggestions and recommendations are given as follows,
 Schools and education authority should ensure parents and teachers participation in SMC meetings.
 Conduct RTE awareness program for parents and community
 Conducting needs assessment and remedial programs.
 Develop mutual understanding between teachers and community members.

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 Encourage school development plan prepare by SMC members


 Evolve the strategies for Non-participation and cooperation from community.
 Ensure the credibility and accountability to public
 Educational authorities should ensure the conduct of SMC meetings every month
 Printing of pamphlet, Poster and booklet about role and functions of SMC members.
 SMC members to ensure quality of education for their children through monitoring of teaching learning process.

Conclusion:-
School management committee (SMC) is important towards community engaged system in schools. SMCs are a
bridge between schools and community. Government funded schools are not only accountable to appropriate
government it’s also accountable to community. We will practice democratic participation from bottom to top.
Awareness on SMCs is very essential. Government and education authorities put more concentration to community
based awareness on Right to Education.

References:-
1. Das, D. K. (2015). SMC Participation: A Step Towards Development Of Primary Education In A Tribal District
Gajapati Of Odisha. International Journal of Informative & Futuristic Research , Volume 2 (Issue 9), 3334-
3349.
2. Jha, J., Ghatak, N., Minni, P., & Prasad, G. (2005) A Study on the impact of training on SMC members and
functioning of the SMC: Evidence from Jharkhand, Final Report. Centre for Budget and Policy Studies.
3. Owusu, O. B., & Sam, K. F. (2012). Assessing the Role of School Management Committees (SMCs) In. Journal
of Emerging Trends in Educational Research and Policy Studies , 3(5), 611-615.
4. Sethi, C., & Muddgal, A. (2017). A study of role of SMC as mentioned in Right to Education Act, 2009 among
Municipal Corporation Primary Schools of Delhi. Learning Community , 8(1), 39-47.

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